READ 3326: Disciplinary Literacy
Fall 2012
Instructor:
Course Description for READ 3326, Disciplinary Literacy:
This course includes methods, strategies, and materials for teaching content reading skills
in grades 4-8 with an emphasis on comprehension, vocabulary study, library and study
skills, and readability. In addition, attention is given to the development of successful
middle school readers through interdisciplinary teaching, integrated literature units,
cooperative learning strategies, and creative and critical thinking activities. This is a
traditional, 3-credit hour course.
Meeting Time and Place: Friday, 8 – 11 a.m., PAC 210
Course Objectives:
By the end of this course, students will:
1. demonstrate oral language instruction by modeling and reading aloud and will provide
opportunities to interrelate oral and written language to promote reading proficiency (eg.
preview-review, discussion., questioning) and will provide many strategies to develop oral
language skills (eg. Storytelling, Readers’ Theater, buddy reading, oral reports, songs, dramatic
play, oral recitation of poetry, etc.).
2. understand instruction in word analysis skills (eg. decoding, blending, structural analysis, sight
words, etc.), vocabulary development strategies (eg. retelling stories, maps or concept maps,
graphophonemic cues, structural analysis, etymology and context to determine word meaning)
and in reading fluency.
3. examine strategies to teach literal level (eg. main idea details, sequence, cause-effect),
inferential level (inferring main ideas, comparisons, unstated cause/effect relationships, drawing
conclusions, making inferences), and evaluative level (eg. fact-opinion, detecting faulty
reasoning, reacting to a text’s content, characters and use of language) reading comprehension
skills.
4. examine strategies that can facilitate comprehension before, during, and after reading (eg.
previewing; application of relevant prior knowledge; understanding of common text structures,
such as cause-effect and compare-contrast, thesis/proof; making predictions; questioning; selfmonitoring; ability to set purpose for reading; knowledge of self-monitoring strategies; rereading;
mapping; using word analysis skills; previewing texts; visualizing; using reading journals and
discussing texts).
5. understand the writing process and how to motivate students to see themselves as writers.
Writing will be modeled as an enjoyable activity and as a tool for lifelong learning.
6. understand study and inquiry skills (eg. using text organizers; taking notes; outlining; drawing
conclusions; applying test-taking strategies; previewing; setting purposes for reading; locating,
organizing, evaluating, and communicating information; summarization of information; using
multiple sources of information; interpreting and using graphic sources of information). Interpret
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events and ideas based on information gathered from maps, charts, graphics, video segments, and
technology presentations and on how to use media to compare ideas and various points of view.
7. understand ways to interpret, analyze, and produce visual images and messages in various
media (eg. compare-contrast films and written stories) and ways to teach students how to
organize and produce visuals to complement and extend meaning of content
8. understand a wide variety of assessment principles to be used as tools to plan, implement
instruction, and to determine when students need additional help to bring their performance level
to grade level expectations (eg. screening devices, norm-referenced tests, criterion-referenced
state tests, curriculum-based reading assessments, informal reading inventories).
9. recognize the importance of meeting needs of culturally different students and students with
various learning styles.
Student Learning Outcomes/ Teacher Proficiencies
LEARNER - CENTERED KNOWLEDGE
The teacher possesses and draws on a rich knowledge base of content, pedagogy and technology
to provide relevant and meaningful learning experiences for all students.
LEARNER - CENTERED INSTRUCTION
To create a learner-centered community, the teacher collaboratively identifies needs and plans,
implements, and assesses instruction using technology and other resources.
EQUITY IN EXCELLENCE FOR ALL LEARNERS
The teacher responds appropriately to diverse groups of learners.
LEARNER - CENTERED COMMUNICATION
While acting as an advocate for all students and the school, the teacher demonstrates effective
professional and interpersonal communication skills.
LEARNER - CENTERED PROFESSIONAL DEVELOPMENT
The teacher, as a reflective practitioner dedicated to all students’ success, demonstrates a
commitment to learn, to improve the profession and to maintain professional ethics and personal
integrity.
Teacher Certification Standards: FRAMEWORK FOR ENGLISH LANGUAGE ARTS
AND READING 4-8
DOMAIN II: Reading Comprehension, Written Language, Study and Inquiry, and
Viewing and Representing
Competency 004 (Reading Comprehension and Assessment): The teacher understands the
importance of reading for understanding, knows components and processes of reading
comprehension, and teaches students strategies for improving their comprehension.
Competency 005 (Reading Applications): The teacher understands reading skills and strategies
appropriate for various types of texts and contexts and teaches students to apply these skills and
strategies to enhance their reading proficiency.
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Competency 006 (Written Language—Writing Conventions): The teacher understands the
conventions of writing in English and provides instruction that helps students develop proficiency
in applying writing conventions.
Competency 007 (Written Language—Composition): The teacher understands that writing to
communicate is a developmental process and provides instruction that promotes student’s
competence in written communication.
Competency 008 (Viewing and Representing): The teacher understands skills for interpreting,
analyzing, evaluating, and producing visual images and messages in various media and provides
students with opportunities to develop skills in this area.
Competency 009 (Study and Inquiry Skills): The teacher understands the importance of study and
inquiry skills as tools for learning in the content areas and promotes students’ development in
applying study and inquiry skills.
ENGLISH LANGAUGE ARTS AND READING (GRADES 4-8) STANDARDS
I: Oral Language—Teachers of students in grades 4-8 understand the importance of oral
language, know the developmental processes of oral language, and provide a variety of
instructional opportunities for students to develop listening and speaking skills.
II: Foundations of Reading—Teachers of students in grades 4-8 understand the foundations of
reading and early literacy development.
III: Word Analysis Skills and Reading Fluency—Teachers understand the importance of word
analysis skills (including decoding, blending, structural analysis, sight word vocabulary) and
reading fluency and provide many opportunities for students to practice and improve their word
analysis skills and reading fluency.
IV: Reading Comprehension—Teachers understand the importance of reading for understanding,
know the components of comprehension, and teach students strategies for improving their
comprehension.
V: Written Language—Teachers understand that writing is a developmental process and provide
instruction that helps students develop competence in written communication.
VI: Study and Inquiry Skills—Teachers understand the importance of study and inquiry skills as
tools for learning and promote students’ development in applying study and inquiry skills.
VII: Viewing and Representing—Teachers understand how to interpret, analyze, evaluate, and
produce visual images and messages in various media and to provide students with opportunities
to develop skills in this area.
VIII: Assessment of Developing Literacy—Teachers understand the basic principles of
assessment and use a variety of literacy assessment practices to plan and implement instruction.
State College & Career Readiness Cross-Disciplinary Standards
II. Foundational Skills
A.1. Use effective prereading strategies.
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A.2. Use a variety of strategies to understand the meanings of new words.
A.3. Identify the intended purpose and audience of the text.
A.4. Identify the key information and supporting details.
A.5. Analyze textual information critically.
A.6. Annotate, summarize, paraphrase, and outline texts when appropriate.
A.7. Adapt reading strategies according to structure of texts.
A.8. Connect reading to historical and current events and personal interest.
B.3. Compose and revise drafts.
C.1. Understand which topics or questions are to be investigated.
C.2. Explore a research topic.
C.3. Refine research topic based on preliminary research and devise a timeline for completing
work.
C.4. Evaluate the validity and reliability of sources.
C.5 Synthesize and organize information effectively.
C.6. Design and present an effective product.
C.7. Integrate source material.
C.8. Present final product.
D.3. Present analyzed data and communicate findings in a variety of formats.
E.1. Use technology to gather information.
E.4. Use technology appropriately.
Mode of Delivery and Credit Hour Description:
This is a 3-credit hour course that includes three hours of lecture per week. At least 15
contact hours as well as a minimum of 30 hours of student homework are required for
each credit hour.
Required Textbooks and Readings:
Richardson, J.S., Morgan, R.F., Fleener, C. (2012). Reading to learn in the content
areas. Belmont, CA: Wadsworth.
Jetton, T. & Shanahan, C. (2012). Adolescent literacy in the academic disciplines. New
York: Guilford Press.
Faggella-Luby, M., & Deshler, D. (2008). Reading comprehension in adolescents with
LD: What we know; what we need to learn. Learning Disabilities Research &
Practice, 23 (2), 7-78.
Materials required:
Composition notebook
Resource:
Instructor, Reference Librarian
READ 3326
Availability:
Monday: 2:00 p.m. – 4:00 p.m.
Tuesday: 10 a.m. – 12:30 p.m.
Wednesday and Friday: 2:00 p.m. – 4:30 p.m.
Thursday: 2:00 p.m. – 3:30 p.m.
By appointment: email or call
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Assignments and Grading:
Assignments required for the completion of the course are described below. All work is due at
the beginning of class on the date due unless otherwise indicated in the syllabus or in class.
Reader’s Theater assignment:
Create a script using a children’s book that is relevant to the discipline and grade level that
matches your area of certification. Additional information may be found on LMS.
Discipline based activities:
The purpose of this assignment is for students to apply course content to writing lessons. Students
will develop 5 lessons that could be used in a unit of instruction within a discipline. Lessons
should be unified in theme with the intent that they would be taught consecutively. Each lesson
must utilize the PAR framework. Additional criteria may be found on LMS.
The lessons must address the discipline you are preparing to teach (e.g., mathematics, science,
social studies/history, English/language arts, the arts, physical education, etc.). In addition to
generic reading strategies and activities, include strategies specific to your discipline. Include a
selection of vocabulary words to teach, comprehension strategies, and writing strategies. For each
objective and activity, explain how you would scaffold instruction for students who may struggle.
Disciplinary Journal:
A journal will be kept throughout the course (a composition notebook). Class activities and
assignments will be compiled daily. The journal will be submitted at midterm and at the end of
the semester for a grade. A checklist of items to be included will be posted in the classroom.
Project:
A student-centered project will be assigned with chapters 9 and 10. The project must demonstrate
content learned from a chapter, and the content must be presented to the class. Detailed
instructions as well as class time will be provided for the project.
Quizzes:
A quiz/assignment will be given at the beginning of each class period. A total of ten quiz grades
will be recorded (10 points each).
Exams:
Two major exams will be taken in this course. Exam dates are on the calendar.
Attendance, professionalism and participation---------------Reader’s Theater assignment-----------------------------------Project-------------------------------------------------------------Discipline based activities--------------------------------------Journal-------------------------------------------------------------Quizzes (10) -----------------------------------------------------Exam #1-------- --------------------------------------------------Exam #2-----------------------------------------------------------Total Points:
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50
25
25
75
25
100
100
100
500
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Tentative Calendar
Dates/assignments may be changed based on class need.
R=Richardson Text
J=Jetton text
TOPIC
ASSIGNMENT DUE
DATE
8/24
8/31
Introductions; Syllabus; Chapter 2, Teaching in the Affective
Domain
Ch. 1, Content Teachers and Content Literacy
9/7
Ch. 3, Preparation for Learning
9/14
Ch. 4, Assistance in Learning (Comprehension);
Text Structure; Think Aloud activity
Ch. 5, Learning Through Reflection
R: Chapter 2
J: Chapters 1 & 3
R: Chapter 1; Quiz
J: Chapter 2
R: Chapter 3; Quiz
J: Chapter 4
R: Chapter 4; Quiz
10/12
Reader’s Theater
Presentations; R:
Chapter 5; Quiz
Ch. 6, Moving Beyond the Traditional Textbook
R: Chapter 6; Quiz
J: chapter addressing
your discipline
Exam #1; Library Day (researching authentic documents in your Exam 1 (R:Ch. 1-6; J:
discipline)
Ch. 1-4); Journal
midpoint check
Ch. 7, Teaching Vocabulary
R: Chapter 7; Quiz
10/19
Ch. 8, Writing to Learn in the Content Areas
10/26
11/2
Ch. 9 and 10, Study Skills and Technology:
Projects – class time to work with groups
Ch. 9 and 10, Study Skills and Technology
11/9
Ch. 11 Supporting Diverse Learners in Content Classrooms
11/16
Ch. 12, Assessment and Evaluation Issues
11/23
Holiday
11/30
Disciplinary-Based Presentations
12/5
Final Exam (8-10:00)
9/21
9/28
10/5
READ 3326
R: Chapter 8; Quiz
Graham & Perin
R: Chapters 9 & 10
Group presentations
R: Chapter 11; Quiz
Fagella-Luby article
R: Chapter 12; Quiz;
Journal due
Presentations on
Disciplinary Based
Lessons
Final Exam
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